There are **67** NRICH Mathematical resources connected to **Mathematical modelling**, you may find related items under Thinking Mathematically.

How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?

See how the motion of the simple pendulum is not-so-simple after all.

Your school has been left a million pounds in the will of an ex- pupil. What model of investment and spending would you use in order to ensure the best return on the money?

The probability that a passenger books a flight and does not turn up is 0.05. For an aeroplane with 400 seats how many tickets can be sold so that only 1% of flights are over-booked?

How do scores on dice and factors of polynomials relate to each other?

Chris is enjoying a swim but needs to get back for lunch. If she can swim at 3 m/s and run at 7m/sec, how far along the bank should she land in order to get back as quickly as possible?

In four years 2001 to 2004 Arsenal have been drawn against Chelsea in the FA cup and have beaten Chelsea every time. What was the probability of this? Lots of fractions in the calculations!

What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?

Simple models which help us to investigate how epidemics grow and die out.

Formulate and investigate a simple mathematical model for the design of a table mat.

This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.

First in our series of problems on population dynamics for advanced students.

Invent scenarios which would give rise to these probability density functions.

Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.

How many eggs should a bird lay to maximise the number of chicks that will hatch? An introduction to optimisation.

An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.

Fifth in our series of problems on population dynamics for advanced students.

Sixth in our series of problems on population dynamics for advanced students.

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.

Fourth in our series of problems on population dynamics for advanced students.

This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.

Second in our series of problems on population dynamics for advanced students.

In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .

Third in our series of problems on population dynamics for advanced students.

Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?

This article explains the concepts involved in scientific mathematical computing. It will be very useful and interesting to anyone interested in computer programming or mathematics.

Look at the calculus behind the simple act of a car going over a step.

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.

How do these modelling assumption affect the solutions?

See how differential equations might be used to make a realistic model of a system containing predators and their prey.

Why MUST these statistical statements probably be at least a little bit wrong?

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .

bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

Work in groups to try to create the best approximations to these physical quantities.

This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!

The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.

The second in a series of articles on visualising and modelling shapes in the history of astronomy.

This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

How do you write a computer program that creates the illusion of stretching elastic bands between pegs of a Geoboard? The answer contains some surprising mathematics.

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

A ladder 3m long rests against a wall with one end a short distance from its base. Between the wall and the base of a ladder is a garden storage box 1m tall and 1m high. What is the maximum distance. . . .

Mike and Monisha meet at the race track, which is 400m round. Just to make a point, Mike runs anticlockwise whilst Monisha runs clockwise. Where will they meet on their way around and will they ever. . . .

Two buses leave at the same time from two towns Shipton and Veston on the same long road, travelling towards each other. At each mile along the road are milestones. The buses' speeds are constant. . . .

Given the graph of a supply network and the maximum capacity for flow in each section find the maximum flow across the network.